BULLETIN OF THE UNIVERSITY OF UTAH 

Vol. 10 March. 1920 No. 16 

SUGGESTIONS 

FOR 

AMERICANIZATION 
TEACHERS 

BY 

R. D. HARRIMAN 




EXTENSION DIVISION SERIES 

Vol. I No. 3 



Published by the University of Utah 
Salt Lake City 



SUGGESTIONS 

FOR 

AMERICANIZATION 
TEACHERS 



BY 



R. D. HARRIMAN 




Published by the University of Utah 
Salt Lake City 



University of Utah Press 



-S^2- 






o; •t D. 

%W 2« 1920 



THE NECESSARY BACKGROUND FOR EFFICIENT 
AMERICANIZATION WORK. 

Americanization means more than the teaching of English and 
Citizenship. It has a significance far greater than we have here- 
tofore realized. In many ways it is a fundamental preparation 
against the onslaught of every anti-American element. Our failure 
to realize this and our comparative indifference have rendered the 
problem all the more acute. 

A thoroughly efficient teacher must have understanding of and 
sympathy for his students. This is especially true in the case of 
foreign students. Misunderstanding on the part of the teacher pro- 
duces misunderstanding on the part of the foreigner and the whole 
purpose of the work may be lost. For most teachers this necessary 
understanding of the foreigner, his past, his present, and his future, 
will have to come from more or less extensive reading. Although 
it is of course possible for a teacher to read all of the material 
which has been and is being published concerning Americanization 
work, there is certain material which should be read as fundamental. 
With that thought in mind, the following selected bibliography has 
been prepared — a bibliography, however, which is only suggestive. 

I. General Works on Immigration. 

1. Commons, John Rogers. — Races and Immigrants in Amer- 

ica, New York, The Macmillan Co., 1908. 

2. Fairchild, H. P. — Immigration, a World Movement and its 

American Significance, New York, The MacMillan 
Co., 1913. 

3. Hall, Prescott Farnsworth. — Immigration and its Effects 

upon the United States, New York, H. Holt and Co., 
1906. 

4. Hourwich, I. A. — Immigration and Labor ; the Economic 

Aspects of European Immigration to the U. S. New 
York, G. P. Putnam's Sons, 1912. 

5. Jenks, J. W. and Lauck, W. J. — The Immigration Problem, 

4 ed. New York, Funk and Wagnalls Co., 1917. 

6. Roberts, Peter. — The New Immigration; a Study of the 

Industrial and Social Life of Southeastern Europeans 
in America. New York, The MacMillan Co., 1913. 



7. Ross, Edward A. — The Old World in the New. New York, 

The Century Co., 1914. 

8. Warne, Frank J. — The Tide of Immigration. New York, 

D. Appleton and Co., 1916. 

II. General Works on the Immigrant. 

1. Abbott, Grace. — The Immigrant and the Community. New 

York, The Century Co., 1917. 

2. Addams, Jane. — Twenty Years at Hull House. New York, 

Macmillan Co., 1910. 

3. Antin, Mary. — The Promised Land. Boston, Houghton 

Mifflin Co., 1912. 

4. Brandenburg, Broughton. — Imported Americans. New- 

York,, F. A. Stokes Co., 1904. 

5. Steiner, Edward A. — From Alien to Citizen. Chicago, 

Fleming H. Revell Co., 1914. 

6. Steiner, Edward A. — The Immigrant Tide. Chicago, Flem- 

ing H. Revell Co., 1909. 

7. Steiner, Edward A. — On the Trail of the Immigrant. 4 ed. 

Chicago, Fleming H. Revell Co., 1906. 

in. Naturalization. 

1. Franklin, F. G. — The Legislative History of Naturaliza- 

tion in the U. S. from the Revolutionary War to 1861. 
Chicago, University of Chicago, 1906. 

2. Syllabus of the Naturalization Law. — A pamphlet prepared 

in the Bureau of Naturalization, U. S. Dept. of Labor. 

IV. Americanization. 

1. Steiner, E. A. — Nationalizing America. Chicago, Fleming 

H. Revell Co., 1916. 

2. Talbot, Winthrop. — Americanization. New York, H. W. 

Wilson Co., 1917. 

Following is a suggested outline of a reading course. 

I. History of Immigration. 

Jenks and Lauck, pp. 320-400. 
Commons, pp. 1-106. 
Fairchild, pp. 1-122. 



II. Causes of Immigration. 

Jenks and Lauck, pp. 10-23. 
Fairchild, pp. 144-162. 

III. Races in America. 

Jenks and Lauck, pp. 214-260. 
Commons, pp. 63-106. 
Fairchild, pp. 123-143. 
Ross, passim. 

IV. The Effects of Immigration. 

1. Economic. 

Ross, pp. 195-227. 

Jenks and Lauck, pp. 70-126. 

Commons, pp. 135-159. 

2. Social. 

Abbott, pp. 138-195. 

Ross, pp. 228-258. 

Jenks and Lauck, pp. 24-68. 

Roberts, pp. 173-247. 

Commons, pp. 160-178. 

Fairchilds, pp. 274-340; pp. 361-363. 

3. Political. 

Abbott, pp. 247-266. 
Ross, pp. 259-281. 
Roberts, pp. 248-264. 
Commons, pp. 179-197. 
Fairchild, pp. 363-368. 

4. Industrial. 
Abbott, pp. 196-220. 

Jenks and Lauck, pp. 147-211. 
Roberts, pp. 49-108. 
Commons, pp. 107-134. 
Fairchild, pp. 341-361. 

V. The Home Life and Standards of Living of the Immigrant. 
Roberts, pp. 109-172. 
Fairchild, pp. 213-273. 
Jenks and Lauck, pp.' 127-146. 
Abbott, pp. 55-80. 



VI. Assimilation and Hindrances to Assimilation. 

Roberts, pp. 292-340. 
Commons, pp. 198-238. 
Jenks and Lauck, pp. 261-317. 
Abbott, pp. 282-298. 
Ross, pp. 292-304. 

VII. Naturalization. 

Syllabus of the Naturalization Law. 

VIII. The Education of the Immigrant. 

Abbott, 221-247. 
Roberts, 278-340. 

IX. The Immigrant Problem. 

Roberts, pp. 341-359. 

Fairchild, pp. 369-402. 

Jenks and Lauck, pp. 451-466. 

It is also suggested that the teacher use Poole's Index an I 
Reader's Guide to find material in current publications. 

CLASSIFICATION OF STUDENTS. 

Among the problems with which the teacher of Americaniza- 
tion will have to grapple, one of the first is the proper classifica- 
tion of students. Unless the number of students is large, it will be 
impossible always to make an entirely satisfactory classification. 
But in every case the attempt should be made. 

1. Classification by Race. As the student progresses in his 
work, this classification by race is and should be unnecessary if the 
principles of Americanism have been grasped by him. Unfortu- 
nately, at the earlier stages it may be deemed advisable to keep 
apart those races which have in their old home developed an antip- 
athy toward each other. There is, however, an additional reason 
for this classification. If it is possible, beginning classes may be 
composed entirely of one nationality. This tends, of course ,to 
make the student feel more at home in the new environment of an 
American classroom. Then, too, the problem which one has to 
solve is probably common to all and may be more easily perceived 
by the teacher. In any case it is well to remember that a general 
grouping by races such as Scandinavian, Teutonic, Slavic and 



Latin will render the teaching of phonetics much more simple and 
thorough. 

2. Classification by Sex. Although the working vocabulary 
of a man and a woman may largely overlap, the work of each 
involves a vocabulary not at all common to both. Since the learn- 
ing of English should come through the use of words and phrases 
necessary to their daily work, it is readily seen that wherever pos- 
sible such a classification should be made. 

3. Classification by Knowledge of English and by Previous 
Education. In general, the students should be grouped into (a) 
beginners, (b) intermediates, and (c) advanced, (a) The beginners 
should be further grouped into (1) those educated in their own 
language, (2) those uneducated in their own language. Further 
division may be made into those who understand English slightly 
and those who do not. (b) The intermediates and the advanced 
should be grouped on the basis of their ability to talk, to read, and 
to write. Naturally, this third classification will have to be adapted 
to fit the needs of the smaller classes and some sacrifices of group- 
ing will have to be made. While the teacher should keep in mind 
the principles of this classification, he should also remember that 
he should make it to conform to the students and not make them 
conform to it. In every class there will necessarily be constant 
changing of classification of students as the more apt ones become 
worthy of being placed in a more advanced group. The teacher 
should not hesitate to put students into other classes when neces- 
sary. In some cases the attachment of the student for a certain 
teacher may require delicacy and tact in accomplishing the change. 

4. Classification by Age and Mentality. It is probably unnec- 
essary to do more than remind the teacher that it would be unwise 
to have in the same class students unlike in age or mentality. 
Classes composed of such extremes demand far too much from the 
teacher, without the same chances for success. 

5. Size of Class. Under no circumstances should the class be 
too large. The number is directly dependent upon the teacher's 
ability to handle successfully the group of students. Somewhere 
between fifteen and twenty-five will probably be found the suitable 
number. Classes in the home should, of course, be smaller. 



GENERAL SUGGESTIONS. 

It matters little how proficient a teacher may be in his own 
line of work or with his own type of pupils, if he fails to realize 
that he must adapt himself to an entirely new situation in Ameri- 
canization work. His success with American children is due, in 
part at least, to the fact that he knows in general their previous 
and present environment, their problems, and their desires. ?Iis 
success in Americanization work will depend upon the same things. 
The following suggestions should always be in his mind : 

1. Cultivate and show a friendly attitude. 

2. Acquaint yourself with the life of 3^our students in the old 
world both by systematic reading and by conversation with your 
students. 

3. Acquaint yourself with the specific needs of your class. 

4. Put yourself in his place. Can you imagine your own feel- 
ing in a strange land attempting to learn a strange language from 
a strange teacher who may be very dull, especially after a day's 
hard work? 

5. Be definite in your plans for your work and in carrying 
them out. 

6. Take as little class time yourself as is possible. The student 
needs every moment. 

7. Drill and Repetition should be your watchword. Your task 
is to remove the monotony from such a necessary operation. If 
you become bored, what about the student? 

8. Do not become stereotyped in your methods or your teach- 
ing. Adapt yourself to your students. 

9. Make your students feel at ease in the class so they may 
participate freely whether in concert or in individual work. 

METHODS IN TEACHING OF ENGLISH. 

A. Conversation. 

1. The 'Visual' or 'Objective' Method. This method should 
be used with beginners. By its use nouns, adjectives, and prepo- 
sitional relations may be easily taught. The phrases — 'What is 
this'?, 'This is a book', 'This is a large book', 'The book is under the 
table', illustrate the main points in this method. 



2. The 'Dramatic' Method. This method serves to teach 
verbs of action, and also possibly pronouns. The teacher performs 
the act as he repeats the sentence, e. g., 'I open the door'. 'I shut 
the door'. The drill in concert and individually by the class should 
follow the teacher's act. Many texts have this method further de- 
veloped into the Theme method, where a succession of acts lead 
to the final act or theme, e. g., The Roberts Method, the Ford- 
Dewitt Method, etc. 

3. Incidental Methods. Although these two methods serve 
as the basis for almost all conversational methods, yet there are 
many ways of supplementing them successfully. The ingenuity of 
the teacher must help largely in varying the mode of attack, so to 
speak, in order that interest may not lag. (a) The 'Question and 
Answ^er' Method. Whether it be conversation or reading, this 
method can easily be put into practice. The teacher asks questions 
about the subject under consideration and the student answers, 
(b) The 'Filling in Blanks' Method. In this Avay different tenses 
of the verb, the pronouns, the adverbs and perhaps other forms 
may be taught, e. g., 'Today I write, Yesterday I ' I can- 
not put this book in my pocket, it is large. I have the book, 

have the book, (c) The 'Laboratory' Method. Here the 

pupil is taught in the very environment in which the vocabulary 
being taught will function. Although this could be carried out only 
in the shop or home, etc., the class room may be made a potential 
laboratory by the presence of the tools, etc. (d) The 'Pictorial' 
Method. This is in reality a makeshift for the 'Laboratory' Method. 
There is always a danger that vagueness will result from too free 
a use of this method, (e) The 'Obeying Commands' Method. This 
is a variant of the 'Dramatic' Method — where the student performs 
the action as an indication of his understanding the command. In 
the 'Dramatic' Method the action precedes the expression of the 
act. 

It is scarcely necessary to enlarge upon the topic of methods. 
No one method should be used to the exclusion of the others. The 
main purpose in the use of any method is first to have the pupil 
associate in the mind the thing or the act or the idea with the Eng- 
lish word, second to impress it upon'his memory, third to have him 
make use of it. The teacher must always be awake to the fact that 
he will fail in one of these three aims unless he is alert and ready 
to change his tactics at all times. 



10 

No definite statement as to the size of vocabulary can be made. 
The teacher must decide. In many cases, he will be surprised at 
the small number of new words which can be retained. He must 
always avoid the possibility of causing the student to become dis- 
mayed and discouraged. On the other hand, the student should be 
kept busy. The work should not be so easy that he feels it is a 
waste of time. The vocabulary itself must be chosen for the im- 
mediate and practical wants of the student. 

The text book used should have a vocabulary fitted for the 
student. A child's primer is not at all suited to a man or woman. 

In teaching conversation the teacher should realize that the 
student may be somewhat bashful in the new environment of the 
classroom. Acquaintance with the environment, the teacher, and 
other students will gradually efface this. In many cases the student 
may be not at all averse to individual recitation, but until the 
teacher is sure of the attitude of the student, he should have the 
class recite in concert. 

B. Reading. 

1. Purpose. Many teachers in this work make a vital mistake 
in the teaching of reading. They fail to distinguish between the 
American student who speaks and understands English and the 
foreign student who does not. The aim in teaching reading to these 
two groups is quite different. In the first case, reading is primarily 
an end in itself and secondarily an aid in teaching correct English 
both spoken and written. In the second case, reading is primarily 
an aid to the teaching of spoken English and secondarily an end 
in itself. But even here many teachers do not realize that reading 
does not and should not mean reading aloud. To teach reading 
merely by having one student read aloud while the others follow 
the text, means possible failure in the aim of the course. This does 
not mean, however, that reading aloud may not and should not be 
used at all, but merely that it is not the sole or even the best method. 

2. Methods in teaching reading. The foreigner is often over- 
whelmed by the difficulties in learning to read. It is by no means 
a simple process for him. Not only must he obtain thought from a 
strange tongue but he must express that thought in this strange 
tongue. Moreover he must pronounce the word which expresses 
the thought, and here the pitfalls resulting from poor teaching of 



11 

reading often catch and hold him. For example, if in reading the 
word 'rough' his eye has been trained before his ear, he will say 
'thruff for 'through', 'thuff for 'though', 'cuff for 'cough', 'buff for 
'bough', etc. If he has learned to read 'mended', why shouldn't he 
say 'walk-ed' and not 'walkt'? On the other hand if he has already 
learned that the idea expressed in the spoken language by 'walkt' 
is expressed by 'walked' in the written language, he will soon train 
his eye to fit his ear-training rather than corrupt his tongue-train- 
ing by way of his eye. 

Reading may soon become a bore to the student unless the 
instructor keeps the attention of all. Listening to another foreigner 
misread the lesson is hardly good pedagogy. There are various 
ways of meeting this difficulty. Sight cards may be prepared with 
the words of the lesson printed in large enough letters that the 
whole class may read the words when flashed before their eyes by 
the teacher. Or the teacher may print or write upon the board the 
words of the lesson and call upon all in concert or one at a time to 
pronounce the word at which he points. 

If the teacher asks a student to read aloud, the others should 
not follow his reading by eye, but rather by ear and should then be 
asked to repeat the thought expressed by the reader. Or the student 
may be asked to bring some article of interest which he will read 
in the same way to the class. The ability of the class will have to 
determine the use of this method. 

Since the aim in reading for its own sake is to obtain the 
thought from the printed page, it is a good idea to have the students 
read silently, then tell what they have read. This will serve not 
only to teach the student to read for and by himself but to express 
what he has read. 

The teacher should always remember that the student should 
be introduced to a new word or new thought by way of his ear and 
not his eye. This means that the reading lesson must be preceded 
by an introduction of new terms and a conversation on the subject 
of the text. The teacher must know every new word and thought 
in the lesson before he meets his class so that he can conduct it 
without a text book. The teacher who is tied to his text book 
when teaching has failed to prepare himself for the task. 

3. Text Used. It is impossible to name a text book which is 
suitable for all classes. Some are good for certain types, nation- 



12 

alities, localities, occupations, etc., but not any one of them will be 
exactly suitable. On the other hand nearly any one of them is 
good in the hands of a good teacher. In other words the teacher 
must expect to supplement the text book, however good it may be. 
But there are certain things which the text selected must contain. 
It must have a vocabulary suitable to the needs of the class. This 
does not mean that if there is no good text published for coal min- 
ing foreigners, no other text can be used. A book containing a 
general vocabulary common to the needs of every man or woman 
may easily have its vocabulary increased by the teacher to fit the 
needs of his students. But under all circumstances, the vocabulary 
whether general or special, must be composed of the words of every 
day use in the student's life. Again, whatever material is used, 
must be varied, interesting, and usable. A child's primer is sadly 
out of place in a grown man's hands. But, at the same time, the 
text must pass gradually from easy expressions to the more diffi- 
cult. More difficult should not mean too complicated or too in- 
volved for ready understanding as is the case in some text books. 
Supplementary material for reading should always be fur- 
nished by the teacher. Familiar signs occur everywhere the student 
goes and in many instances, should be known by him for his own 
protection, e. g., 'Look out for the cars', 'Stop', 'Keep to the right', 
'Wet paint', 'Exit', and innumerable others which are invaluable. 
The newspaper furnishes material for classes in all stages — weather 
conditions, advertisements, help wanted, etc., etc. The teacher can 
succeed in making reading much more varied and interesting by the 
use of such material. 

C. Spelling. 

Spelling is the bugbear of most Americans whether they admit 
it or not. Our system (?) of spelling has too many rules in the 
first place and too many exceptions to the rules in the second place. 
The teaching of spelling to the foreigner should depend upon its 
functioning in his work. Most of the students will have little or 
no use for an extended course in spelling. They should, however, 
be taught to learn their vocabulary correctly as they progress, but 
to spend much time on spelling for its own sake is unwise. Terms 
which he will use in letter writing should of course be drilled upon, 
until the correct spelling becomes automatic. In many instances the 
word correctly spelled must be learned by itself but often simple 
rules which are workable can be given the student as an aid. 



13 

D. Grammar. 

Many of the students, at least of European origin who have 
had some education, may ask for instruction in formal grammar. 
This should be given, however, only to advanced students who de- 
sire it. But in all other classes grammar should be taught indi- 
rectly and not directly. Under no circumstances should grammati- 
cal terms and definitions be used or taught. Correct usage should 
be taught by proper drills upon word form and idioms correctly 
used. On the other hand, the teacher should take care not to be 
too pedantic. Although it is still correct to say, 'It is V, 'It is me' 
is in common use and even recommended by some English author- 
ities. The teacher will often find it necessary to allow such express 
sions to be used without correction. 

But correct usage can easily be taught in conjunction with each 
day's lesson and, in fact, should always be taught. The pronouns, 
gender, the present tense of the indicative, the plural of nouns, the 
comparison of adjectives, the past tense, the future tense, the 
imperative, the progressive forms, the emphatic forms, the inter- 
rogative forms, prefixes, and suffixes, can all be taught through 
varying the thought to suit the needs. 'I have a book.' 'I have 

two ?' 'Today I sing.' 'Yesterday I ?' 'Tomorrow 

I ?' 'The boy has (my, his, your) book.' 'I talk.' 'He talks.' 

'The pencil is long.' 'This pencil is longer.' 'I write.' 'Are you 
writing?', etc. 

E. Writing. 

Although the need of writing may be comparatively small in 
the life of the foreigner, since his letters to relatives will probably 
be in his native tongue, there are some needs of writing which are 
very important. First of all he should be taught to write his name 
and address. He then should be taught to write the words of his 
lesson as an aid to his spoken English. He should be taught to fill 
in the blanks of postal money orders, library cards, declaration of 
intention of naturalization, application for license, and other appli- 
cations of which he may have use. It is also wise to teach him how 
to write a simple business letter— asking for a job or for informa- 
tion, etc. 

If the teacher is not careful the idea of penmanship may become 
uppermost. Penmanship should be taught only to more advanced 
students who may need and wish the instruction. 



14 

F. Phonics. 

It is usually very easy for an American to detect a foreigner 
by the way in which he speaks English. This, of course, is equally 
true when the tables are turned and the American betrays his 
origin by his pronunciation of French, Italian or any other language 
foreign to him. Only when the speech processes are the same, 
no difficulty in pronunciation of English confronts the foreigner. 

Most of the effort made by the foreigner to pronounce as he 
hears will result only in various degrees of approximation. The 
Frenchman will naturally say 'zee', the German 'dee' for 'the', and 
yet be unaware that he has failed to say 'the.' Not always will his 
examples come from lips properly pronouncing the word, and 
faulty imitation renders bad still worse. 

The teacher must serve as a model. This means, then, that the 
teacher cannot simply pronounce and repronounce the words — even 
to boredom — while the student in would-be imitation mispro- 
nounces and remispronounces — also to boredom. The first require- 
ment is an understanding of the mechanism of his own tongue 
and other speech organs. It is of course impossible here to do 
more than outline some suggestions. Countless pronunciation may 
not and probably will not cause the foreigner to say 'the' — but to 
show him the position of the tongue and to require him to make 
the sound however awkwardly, will soon render his tongue more 
docile. 

Although it is unnecessary to indicate to teachers the division 
of our sounds into consonants and vowels or to define them, it 
apparently is necessary to note the differences in a way quite unlike 
the usual differentiation. We speak unfortunately of long a (a) and 
short a (a) as if they belonged together, likewise long e (e) and 
short (e). The problem confronting a teacher of foreigners de- 
mands a different arrangement. 

Any student of French or Italian will recognize the differentia- 
tion of vowels into open and close. Those who have not had the 
experience of another language must reconstruct their ideas along 
some such lines as the following. 



15 



(a) 



Open and Close Vowels. 




Open Vowels 


Close Vowels 


1. i— it, hid 


e — eat, heed 


2. e — sell, met 


a — sale, mate 


3. 00 — foot, u — full 


oo — food, u— rule 


4. a — cat, mat 


a — care, mare 



This grouping does not represent all of the vowel sounds but merely 
those which occur in both positions (i. e. open and close). It will 
soon be noticed that the open vowels above represented cause dif- 
ficulty for the foreigner. 

(b) Long and Short Vowels. 

Here the distinction is brought about by difference in stress. 
For example compare the *a' in 'senate' and the 'a' in *ate.' The 
*o' in 'old' and the *o' in 'obey.' It is readily seen that there is a 
tendency toward laxity and a consequent weakening in the pro- 
nunciation of the unstressed vowel. 

(c) Diphthongal Vowels. 

1. Vowels with a glide. The vowels in such words as 'mane', 
'mean', 'mine', 'coin', all have a tendency to make use of an 'i' sound. 
The quality of the vowels which we might more nearly correctly 
represent a^, e^, a^ and 6^ respectively vary in their length, depend- 
ent upon the speaker. This off-glide is usually neither known to 
nor recognized by the foreigner. The on-glide as in 'use', (in reality 
*yoo') should also be remembered. 

2. Labialized Vowels. The proper pronunciation of 'o' in 
English is very often missed by the foreigner because of his failure 
to note that our sound is composed of an 'o' sound (with which 
he is probably familiar in his own language) plus a slight rounding 
and protruding of the lips. For example, in the word 'note', an 
exaggeration of our pronunciation gives 'no oot' or 'no oot'. 

3. The *ou' in 'house' is really a combination of approximately 
'a' and 'do'. The teacher can easily press home these points by 
exaggeration in the early stages or when necessary. 

(d) Neutral Vowels. 

Two of the most difficult sounds for foreigners are those repre- 
sented by the vowel sounds in 'up' and 'fir.' In the first the tongue 
is low while in the second it is back and high. The teacher should 
acquaint himself with the position of his own tongue so as to 
describe it if necessary to the students. 



16 

(e) Obscure Vowels. 

In all of the unaccented syllables of a word, the tendency is to 
pronounce the vowels obscurely either as 'i' or 'u' — for example — 
'horsiis', for 'horses', 'forist', for 'forest', 'ivent' or 'iivent' for 'event'. 
(That is 'e' but not accented.) The teacher himself is probably 
guilty of a great many of these variations in our spoken English. 

(f) The Consonants. 

The teacher should acquaint himself with the distinctions in 
consonants, their places of articulation, their manner of formation, 
etc. In the introductory of the New International Dictionary will 
be found, a section on 'A Guide to Pronunciation' which will be of 
great help to the teacher in teaching phonics to the students. It is 
of course impossible here to do more than suggest some of the 
faulty pronunciations which may be expected and which should 
be corrected. 

SOUNDS WHICH CAUSE DIFFICULTY FOR THE 

FOREIGNER AND WHICH NEED 

FREQUENT CORRECTION. 

A. Labial Sounds. 

1. Confusion of 'p' and 'b' — 'bin' for 'pin', 'pin' for 'been'. 

2. Confusion of 'w' and 'v' — 'vill' for 'will', 'wery' for 'very'. 

3. Confusion of 'v' and 'f — 'efer' for 'ever', 'haf for 'have'. 

4. Omission of 'w' in words beginning 'woo', — 'ood' for 'wood'. 
1. Confusion of 't' and 'd'— 'liddle' for 'little', 'colt' for 'cold'. 

B. Dental Sounds. 

1. Confusion of 't' and 'd'— 'liddle' for 'little,' 'colt' for 'cold.' 

2. Tendency to pronounce 'th' like 't' or 'f — 'tink' for 'think', 

'fing' for 'thing'. 

3. Tendency to pronounce 'th' like 'd' or 'z' — 'dose' or 'zose' 

for 'those'. 

4. Tendency to pronounce 'j' like 'ch' — 'chust' for 'just'. 

5. Confusion of 's' sounds — 'shtay' for 'stay', 'becauss' for 

'because'. 

C. Liquid Sounds. 

1. Confusion of 'r' and '1' — 'raw' for 'law' and 'law' for 'raw'. 
This is especially true among Asiatic races. 
^ 2. Tendency to pronounce 'r' like 'w' — 'twain' for 'train'. 



17 

D. Guttural Sounds. 

1. Mispronunciation of 'ng'. In some words like 'singer', a 'g' 

is added to the *ng' sound making it rhyme with 
'finger'. In other words like 'finger', the 'g' sound 
which follows the 'ng' sound is wrongly omitted mak- 
ing it rhyme with 'singer'. In words ending in *ing' 
the sound is replaced by 'in' as 'tryin' for 'trying'. 

2. Mispronunciation of 'nk'. Here the sound produced is apt 

to be 'ng', as 'thing' for 'think'. The teacher can easily 
correct this by showing how the explosion of the 
breath occurs in the pronunciation of the 'nk'. 

3. Confusion of 'ks' with 'gs' — *ekks' for 'eggs'. 

4. Omission of initial 'h'. 

E. Vowel Sounds. 

1. Confusion of 'i' and 'e' — 'beat' for 'bit'. 

2. Mispronunciation of 'e'. 

3. Mispronunciation of 'a' — this is one of the most difficult 

vowel sounds for the foreigner. 

4. Mispronunciation of 'u' — this is another very difficult 

sound. 

5. Confusion of 'oo' and 'do' — 'pool' for 'pull'. 

6. Mispronunciation of 'ir', 'er', 'or', 'ur' (as in 'girl', 'fern', 

'word' and 'burn'). 

It is necessary for the teacher always to be on the alert for 
mispronunciation. It is then of prime importance that he show the 
foreigner how to place his vocal organs so as to approximate the 
sound as well as possible. An exaggeration of the sound will often 
make the student realize his former mistake. If the teacher is 
unaware of the process which he himself is performing in order to 
pronounce a sound, it will be impossible for him to make the for- 
eigner understand how to make the sound. 

In the case of confusion of sounds, two lists of words should 
be given so that the student can realize the difference. For example 
to illustrate the confusion of 'i' and 'e'. 



bit 


beat 


mit 


meat 


sit 


seat 


fit 


feet 



18 

On the other hand, whatever words are used to teach the sounds 
should be familiar to the student. Phonics should never be taught 
by the use of words strange to the eye and ear. Moreover, the 
tendency may be to overemphasize this part of the work. While 
it is absolutely necessary that each lesson should contribute to the 
teaching of phonics, that part of the work should never crowd out 
some other more important phase of the work. 

APPORTIONMENT OF TIME 

In determining how much time should be given to the various 
phases of the work, the teacher should always keep in mind the 
fact that the main purpose is to teach the foreigner how to talk 
English, then to read English and finally to write English. This 
means that the basic work must be conversation. 

Any well balanced program should contain the following: 
Conversation, Reading, and Writing; while Spelling, Grammar, 
Phonics, Penmanship should all be taught incidentally as elements 
in each of the three main phases of the work. 

The time to be devoted to each of these three phases must be 
determined by the teacher as the needs of the class dictate. The 
basic work of each of the phases is conversation. The reading les- 
son must continue the work of the conversation lesson and for that 
reason should be on the same topic as the conversation with what- 
ever additions may seem advisable ; likewise, in the writing lesson, 
the fixing process for vocabulary understanding and use should be 
continued. The repetition of the theme of the lesson each time 
through a different medium of teaching should cause the student 
to master the lesson well; but students should not be bored through 
repetition. 

Too much emphasis can not be placed upon the use of con- 
versation through the entire lesson. Grammar, phonics, spelling, 
penmanship should all be subservient to conversation, reading, and 
writing; and the last two should be subservient to conversation. 

In arranging his work the teacher should plan the new vocab- 
ulary, the new construction, the new pronunciations that he expects 
to present that evening, and everything he does should tend to an 
explanation of those points. There will always be an opportunity to 
bring in extraneous material, but too much of it means less chance 
to press home the important features. 



19 

TEACHING CITIZENSHIP TO FOREIGNERS 

The purpose of this work is not only to acquaint the foreigner 
with American institutions and ideals, but also to make it possible 
for him to enter actively into his American life. To permit a class in 
citizenship to deteriorate into a reading class, or into naturalization 
examinations means failure of the purpose of the work. 

For students who wish to be prepared to pass the naturaliza- 
tion examinations, a separate class should be formed. But for those 
who are not yet aware of what American citizenship really stands 
for, and who are not yet ready to assume its responsibilities and 
privileges, other classes should be formed which will carry that 
message to them. 

Two kinds of such classes should be formed, one of elementary 
instruction for those who have only a small knowledge of Eng- 
lish, one of advanced instruction for those who have a speaking 
and reading knowledge of English. In both classes however, the 
starting point should be the same, namely, the immediate environ- 
ment of the student. As a member of the community he has certain 
duties, to himself, to his family, and to his fellowman, and these 
relations should be presented to him clearly. After his relations to 
the community have been discussed, his relations with the state 
and nation should be taken up. The following "Outline of Syllabus 
for Elementary Civics for Immigrants" which is given in a 'Citizen- 
ship Syllabus' published by the New York State Department of 
Education, Albany, N. Y., 1916, will furnish a good example of the 
proper type of work. 

I. The Citizen, How He Lives. 

1. Food. 2. Clothing. 3. Water. 4. Home. 

5. Family. 

II. The Citizen's Community. What it Does for Him. 

1. Fire Protection. 2. Police Protection. 3. Health 
Protection. 4. Public Streets. 5. Public Signs. 

6. Recreation. 

III. The Citizen's Work. Work and Citizenship. 

1. How to secure work. 2. How to advance in your 
work. 3. What to do with the money which you earn. 



20 

IV. The Citizen's Country. The U. S. 

1. The Country of U. S. 2. America's Great Men. 
3. The American Flag. 4. HoHdays and National An- 
niversaries. 

V. Becoming a Citizen. Ideals of American Citizenship. 

1. American citizenship. 2. How to become a citizen. 
3. The American People. 

This outline which is developed in more detail in the above 
publication will serve to show what sort of instruction should be 
given. The advanced class should have material of the same sort 
but in more detail. 

The methods in presenting this material are many, and a 
\ariety of methods will keep up the interest. Class discussion is 
a necessary feature, but may be difficult during the early stages. 
Objective material should always be used. Text books may be used, 
l)ut there is always a danger of permitting the reading of the lesson 
aloud to pass as accomplishment of the purpose of the lesson. 
\\'herever possible the laboratory method should be used — espec- 
ially to impress the lesson on the minds of the students. Such 
centers as the public library, the post office, the city council, the 
courts, the legislature, the newspapers, etc., should be visited by 
the class and discussed. It is also possible to secure moving pic- 
tures which will furnish topics of interest for discussion. 

The class will enjoy talks by men of prominence. The speaker, 
however, must understand the limitations of his audience and use 
language familiar to them. 

No greater returns in teaching can be found than in a citizen- 
ship class well taught. 




Entered as Second Class Matter Jane, 1906, at the Post Office 

at Salt Lake City. Utah, Under Act of July 16, 1891. 

Published by the University of Utah 



4 



